


Rural School Exhibit of Oregon 

EDUCATIONAL PALACE PANAMA-PACIFIC 

INTERNATIONAL EXPOSITION 

1913 




Issued by J. A. CHURCHILL, Superintendent of Public Instruction 



ALTHOUGH a large number of most interesting educa- 
tional problems are being worked out in the schools of 
Oregon, I decided, when appointed to prepare the educa- 
tional exhibit for Oregon to show in the Educational Palace 
only one phase of our work. For this I chose with the 
approval of the Commission that which is receiving the most 
attention among educators today; namely, the advancement 
of the rural schools. 

For the many who have said that this exhibit was helpful 
to them in their work, and who have asked for copies of the 
charts shown, this little pamphlet is published. 

E. F. Carleton, 

Assistant Superintendent of 
Public Instruction. 



state phintine department 
Salem. Oregon 



The Rural School Exhibit of Oregon 



STANDARD RURAL SCHOOLS 

INDUSTRIAL CLUBS 

PLAYGROUNDS 



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COMMISSIONERS FOR OREGON 

R. A. BOOTH, Eugene O. M. CLARK, Portland C. L. HAWLEY, McCoy 

JOHN F. LOGAN, Portland W. L. THOMPSON, Pendleton 



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OREGON PRESENTS ITS RURAL SCHOOL SYSTEM 

STANDARD SCHOOLS, CLUB WORK, PLAYGROUNDS 

In the Educational Palace the State of Oregon presents three features of its rural school 
system : the standard school plan, the boys' and girls' club work, and the playground. 

The standard school plan after being thoroughly tested by several counties in Oregon was 
adopted by the State Department of Education for the State as a whole. It is primarily an appeal 
to the pride of the people in each rural school district to bring their school up to a higher grade 
of efficiency. Through the appeal better school plants have been established, thousands of dollars 
have been spent in improving the school buildings, making them cheerful, wholesome, and sani- 
tary; the playgrounds have been enlarged and properly equipped. In doing this as in all great 
undertakings there have been certain by-products. Meetings called for the purpose of discussing 
plans for making the school standard have proved so interesting that they have been continued 
and have developed into community meetings, which are held at regular intervals throughout the 
year. Increased interest in general school conditions has taught the people the necessity of having 
an efficient teacher, one especially trained for rural work. Salaries have been increased and this 
has made it possible for the State Normal School to offer a special course for rural teachers. 
It is believed in Oregon that when salaries exceeding those received by city teachers are paid in 
the rural districts, there will be no difficulty in securing highly-trained teachers for this work, and 
that only in this way can the rural school do the work it should be doing. 



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RURAL SCHOOLS MUST MEET THESE REQUIREMENTS 

STANDARDIZATION OF RURAL SCHOOLS 



Following are copies of the charts used in the educational exhibit to explain and to attract 
attention to the standard school plan. These are supplemented by pamphlets which explain the 
plan more in detail. 

A STANDARD SCHOOL — STATE OF OREGON 



Flag — Must be flying, weather permitting. 

Schoolhouse — Properly lighted. 

Equipment — Teacher's desk and chair; desks for 
pupils properly adapted and placed; suitable black- 
boards; window shades in good condition. 

Heating and Ventilating — Jacketed stove properly 
situated, minimum requirement; window boards or 
some other approved method of ventilating. 

Standard Picture — One new one, unless three are 
already in the room, framed. 

Grounds — To be clean, free from paper. At least 
three features of play apparatus. Walks, if necessary. 

Sanitation — Pure drinking water, either drinking 
fountain or covered tank and individual drinking 
cups; individual, family or paper towels. 



Outbuildings — At least two good ones, to be sani- 
tary at all times and free from marks. 

Rooms — Attractive at all times. 

Teacher — Must maintain good order at all times; 
supervise the playground ; have her work well pre- 
pared; follow State course of study; take at least one 
educational journal; have program posted in room; 
keep register in good condition; be neat in attire. 

Library — Good selection of books from State list; 
case for the books. Books kept upright in good con- 
dition and recorded according to rules specified by 
Oregon State Library and required by law. 

Attendance — Average 9 2 per cent for the year, 
and not to exceed two per cent In tardiness for year. 

Length of Term — Not less than eight months of 
school each year. 



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STANDARD SCHOOLS HAVE LIBRARIES 



CHART 2 — STANDARD SCHOOLS IN OREGON 

Plan begun in Polk County in 1910. 

Today, pure drinking water, modern school build- 
ings and sanitary toilets in every rural district in the 
county. 

Two years later five counties adopted similar plan. 

In 1913 more than half the counties working under 
the standard school plan. 

Adopted by the State Board of Education for the 
entire State in 1914. 

CHART 3 — A STANDARD SCHOOL IN OREGON 
The Standard Plan: 

Arouses local pride; 
Keeps a flag flying; 
Provides playgrounds; 

Causes proper lighting, heating, and venti- 
lating. 

CHART 4 — SCHOOL RALLIES 
Photo of Rural Community in Jackson County. 
Typical — Common in all rural districts. 
Some of the topics discussed: 

School gardens; 

School luncheons; 

Industrial contests; 

Cooperation of school and home; 

Sanitation in school and home. 



CHART 



-LIBRARIES 



Every rural district has a good reference library. 

A library tax is levied each year, and the new 
books are chosen from a list [irepared by the State 
I^ibrarian. 

The books are purchased and distributed each year 
on a date fixed by law. 

The school library law of Oregon is the most 
effective in the Union. 

CHART 6 — STATE LIBRARY 

-TO 7 stations supplied with traveling libraries. 

Books purchased for 2,300 school districts each year. 

Club libraries furnished for: Rural Sujiervisors, 
County Agricultural Agents, Rural Teachers, Debating 
Societies. 

CHART 7 — READING CIRCLE COURSE 

Every teacher in Oregon must read at least one 
professional work each year before registering her 
certificate. 

University of Oregon offers free courses through 
Extension Department. 

List for 1914-191.5 — Charters: Teaching the com- 
mon branches. Chubb: The teaching of English in 
the elementary and secondary school. Foght: The 
American rural school; its characteristics, its future 
and its problems. McMurry: Elementary school stand- 
ards. O'Shea: Everyday problems in teaching. Parker: 
History of modern elementary education. Puffer: Vo- 
cational guidance. Strayer: A brief course in the 
teaching process. Weeks: Education of tomorrow. 



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COMMUNITY MEETINGS ARE HELD IN RURAL DISTRICTS 

The work of organizing standard rural schools has made it necessary to call at least two 
community meetings in each district, one to arouse the public interest so as to have a standard 
school and one to celebrate the standardization of the school. At these meetings it is often quite 
possible to convince the people of the value of having a social and business meeting at regular 
intervals. In this way it has come about that in many of the rural districts throughout Oregon, 
the schoolhouse is used as a civic center. In fact, the Legislature of 1915 passed a law authoriz- 
ing such use of the schoolhouses. 

The office of the State Superintendent of Public Instruction issues a bulletin for the govern- 
ment of such meetings giving a list of suggested topics for discussion. The State Library furnishes 
material for those who are to lead in the discussions. Among these topics are: 



I. Schools as Social Centers. 

Boys' and girls' entertainments. 

Social life of fathers and mothers. 

Can we cooperate with granges and other 

societies? 
Discussion of political and social questions. 

II. Physical Welfare of Child. 
Cheerfulness of mind. 

Cleanliness of body and neatness of dress. 
Care of teeth. 
Kind of food necessary for growing children. 

III. Literature for Children. 
Mother Goose. 
Value of fairy-tales. 
Newspapers and funny pictures. 
Children's classics. 
Reading aloud in the home. 



IV. Cooperation of Home and School. 
In forming ideals of life. 
In discipline. 

Practical problems. (See i^). 9 and 10, Uni- 
versity of Oregon Topics for Parent- 
Teacher Association.) 

V. Sanitation in School and Home. 

Cleanliness as preventative of disease. 
Clean schoolhouse and grounds. 
Pure food and clean milk. 
Fighting the house-fly. 
Out-buildings and their care. 

VI. School Lunches. 

What is necessary for the paper sack? (See 
Bulletin published by Oregon Agricultural 
College, sent free upon request. ) 
Is hot soup practical for rural schools? 

VII. Industrial Clubs and Contests for Oregon Boys 
and Girls. 



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Paye Eleven 

INDUSTRIAL CLUBS OWE SUCCESS TO COOPERATION 

BOYS' AND GIRLS' INDUSTRIAL CLUBS 

The second feature shown in the Oregon Rural School Exhibit is that of the boys' and girls' 
industrial club work. The industrial club work of the boys and girls of Oregon has been most suc- 
cessful principally on account of the manner in which the work was first organized. The Superin- 
tendent of Public Instruction receives annually a special appropriation of six thousand dollars for 
the promotion and encouragement of this work. Two assistants are employed who spend all of 
their time in field work, organizing clubs, holding community meetings and acting as judges in 
local industrial fairs. Each assistant has a stereopticon and a complete set of slides which illus- 
trates what is being done in various parts of the State. 

Cooperating with the State Department of Education, the Oregon Agricultural College pre- 
pares for each project a number of bulletins. As soon as a club is formed the names enrolled are 
sent to the Extension Department of the College, so that the proper bulletins may be mailed to 
the club members. For example, all members of the potato-growing clubs received the following 
bulletins : 

1. Potato Sections and Potato Soils. 5. Cultivation and Care of Growing Crop. 

2. Potato Pests and Diseases. 6. Harvesting; Hill; Selection of Seed. 

3. Varieties of Potatoes; Selection of Seed. 7. Selection of Exhibition Tubers; Potato Judging. 

4. Preparation of Seed Bed and Methods of Planting. 

The United States Department of Agriculture is the third cooperating agent in this work. The 
department assists in planning the work, sends a representative at least once a year to speak at 
public meetings held throughout the State ; and through the franking privilege, makes it possible to 
mail the bulletins to the boys and girls. When one stops to consider that there are now more than 
12,000 children enrolled in these clubs in Oregon, one can realize how important it is to have the 
assistance of the Federal Government. On the other hand, the government is more than repaid by 
the interest aroused in scientific farming, and the actual increase in a higher grade of products. 



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FIFTY BOYS SECURE SEED CORN FROM STATE PRIZE WINNER 

Claus Charley of Jackson County, Oregon, won the State prize last year on his corn. This year 
fifty boys throughout his county secured seed corn from him and have each from one-eighth to 
one-quarter of an acre of corn, which at the present time promises an abundant yield. The boy sold 
also enough of the seed corn to the farmers of his community to enable him to pay all of his 
expenses for a year in high school. Similar stories could be told of very many boys and girls who 
have undertaken some project in the club work. They have not only been successful themselves, but 
they have inspired others so that their influence has been felt throughout their county; in some 
instances throughout the entire State. 

Following are copies of the charts used in the educational exhibit to e.xplain and to attract atten- 
tion to the boys' and girls' industrial club work. These also are supplemented by pamphlets which 
give the plan more in detail: 

CHART 1 — ORGANIZATION tion and Irrigation. 6. Harvesting and Marketing. 

7. Judging Vegetables; Exhibits. 
The State Superintendent sees to the organization. 

The Agricultural College prepares the bulletins. The CHART 3 — CORN GROWING 

United States Department of Agriculture outlines the ^^^^ contestant must: Prepare the ground; select 

general iilan, and assists in the work. The county j^j^ g^g^ p^rn; plant, cultivate and harvest one-eighth 

superintendents and the rural supervisors with the ^j- ^^ acre 

assistance of the field workers from the State Educa- ^he awards are based on the following score: 

tional Department do the tield work. Exhibit, best 10 ears of contestant's own selection....2.5 

CHART 2— VEGETABLE GARDENING ^est hill of corn, one to three plants 25 

Judging corn at contest 10 

Each contestant must keep a complete and accurate Crop record 40 

account of the cost of labor, seed, fertilizer, rent or niA i.v>t a RTrQirrTcj tm iqh 

other charges connected with his garden. CHAKl 4— Kh-bLLlb IN 1314 

The children receive bulletins: 1. Garden Plan- 12,000 boys and girls doing club work, 

ning. 2. Hot Beds and Cold Frames. 3. Preparation of 110 local fairs in Oregon for boys and girls. 

Seed Bed. 4. Planting and Transplanting. 5. Cultiva- The best exhibitors at the Oregon State Fair. 



Page Fottrteen 



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Page Fifteen 



CLUB PROJECTS INCLUDE INDUSTRIES THROUGHOUT STATE 



CHART 5 — THE STATE PRIZE WINNER 
The State prize winner in each of the following 

secured a week's visit free to the Panama-Pacific 

International Exposition: 
Club projects for 1914: 

1. Corn Growing. 

2. Potato Growing. 

3. Girls' Canning and Preserving. 

4. Girls' Cooking and Baking. 

5. Boys' and Girls' Poultry Raising. 

6. Girls' Sewing. 

7. Boys' Pig Feeding. 

8. Boys' and Girls' Gardening. 

9. Dairy Herd Record Keeping. 
10. Manual Arts. 

CHART 6 — PIG RAISING 

1. Weigh the pig at the beginning and at the end 
of the contest. 

2. Follow rules of Oregon Agricultural College. 

3. The awards are based upon the following score: 

(a) The best hog from the market standpoint _ 20 

(b) The greatest average daily gain in weight 30 

(c) Lowest cost of production 30 

(d) Best project report 20 

Possible score 100 

CHART 7 — DAIRYING 
Dairying is taught in the rural schools of Oregon 
because there are 19,000 dairies in Oregon, 17.5,000 
dairy cows; also, 106 creameries producing annually 
15,965,400 pounds of butter, 1,459,000 pounds of 
cheese, 359,520 gallons of ice cream. 
Value of products, $4,540,550.00. 

(Dairy Commissioner's Report — 1915.) 



CHART 8 — KEEPING THE DAIRY HERD RECORD 
IN THE RURAL SCHOOLS OF OREGON 

In the best dairy sections of Oregon, each rural 
school is equipped with a Babcock Milk Tester. Three 
times during the month, on the fifth, fifteenth and 
twenty-fifth days, the children bring samples of milk 
from home. These samples are tested in the school 
room, and each child keeps his own record. On these 
days the children also weigh the amount of milk pro- 
duced by each cow and the food consumed. These 
three days are called "Average Days," and from the 
results an estimate is made for the entire month. 
To enter this class, a pupil must keep the record of 
not less than two cows from the herd at home. 

For these classes the teacher secures from the 
Oregon Agricultural College the following bulletins: 

1. Making the Babcock Test. 

2. Feeding and care of dairy cows. 

3. Housing and management of dairy cows. 

4. Breeds of dairy cows. 

5. Judging of dairy cows. 

6. Care of milk and milk utensils. 

7. Feeding and care of young stock. 

CHART 9 — CANNING AND PRESERVING 
The awards are based on the following score: 

Records, neatness and completeness 40 

Paper describing methods in food preserving 30 

Exhibit - 30 

Possible score 100 

Contestant must read bulletins: 1. Fermentation 
and decay of animal and vegetable products. 2. Prin- 
ciples and methods of sterilization. 3. Canning and 
preserving of special food products. 



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Page Seventeen 

DEPARTMENT PUBLISHES COMPLETE RECREATION MANUAL 

PLAYGROUNDS 

Through the assistance of the National Playground Association, the Oregon State Department 
of Education has published the most complete Recreation Manual for schools yet prepared for this 
purpose. At the annual county institutes for the past two years the subject of play and play- 
grounds has been given a prominent place on every program. Special instructors have been secured, 
and many of the schools by combining have engaged playground instructors to instruct the regular 
teacher and to direct the work. Every rural teacher in Oregon, as well as the teacher in the town 
and city schools, is furnished with a copy of the Recreation Manual. Many open play sheds and 
gymnasiums are being built in the sections of Oregon where it is rainy in the winter time, so that 
the children can play in the open air. The photograph of the Oregon Booth shows one of these 
playsheds as well as two pictures of playgrounds. These are supplemented with the following charts 
and by the Recreation Manual, which is free for distribution to those interested in playgrounds. 

CHART 1 — SCHOOL PLAYGROUNDS CHART 2 — SCHOOL PLAYGROUNDS 

Playgrounds are provided for the schools of Oregon. "Return to the old-time recess. There should be 

To be standard a school must have three pieces of a recess of not less than fifteen minutes during the 

apparatus. morning session and again in the afternoon." — Oregon 

Every teacher has at her desk, "A Practical Recre- State Course of Study. Chapter on Hygiene, page 29. 

ation Manual for Schools." "To give dares and to take risks, to strive with all 

Contents: his might to win a goal, develop a boy's will power. 

Introduction. Play and Education. while at the same time the restraint that he must 

Chapter L Equipment; Types of School Build- exert not to play out of his turn, not to start before 

ings. the signal and not to take an unfair advantage of his 

Chapter IL Plays and Games. opponent, must needs develop self-control. 

Chapter HI. Festivals and Special Days. "But the chief benefit to be derived from play. 

Chapter IV. Athletic Meets; Athletic Badge important as is its value mentally and morally, is in 

Tests. its value as physical training. A game that brings 

Chapter V. Field Meets. into play all the muscles of the body, without the 

Chapter VT. The Social Center. jdayer being conscious that he is developing his 

muscles, is the ideal form of exercise." 



Page Eighteen 



OTHER STATES ADOPT OREGON SYSTEM 



In response to requests from educators interested in the rural school problem from Australia, 
New Zealand, Chili, Argentina, China, Japan, South Africa, Sweden, and Denmark, and from every 
state in this country, the State Department of Education has sent all of its bulletins and pamphlets 
relating to the three subjects shown in the Oregon exhibit. The lists of names have then been for- 
warded to the Oregon Agricultural College, and this institution has sent to all wishing to know more 
about the Boys' and Girls' Industrial Clubs, bulletins describing fully all of the various projects. 

Letters have come from California, Idaho, from the Middle West and from the Eastern States 
showing that many rural sections are adopting the plan of standardization for rural schools. 
Napa County, California, was the first county to adopt this plan. The following extract from 
a letter will show the interest aroused: 

"Just what method to take to bring about the proper kind of interest to improve our rural schools was 
not clear until your Oregon standard school plan was explained to us by one of our district school teachers, 
who made a study of it at the Panama-Pacific Exposition, As a result, at a joint meeting of the Educational 
Committee of the Napa County Farm Bureau, school trustees, and county board of education, a schedule for a 
standard school was adopted after the Oregon plan. We have kept the local press informed of our work, and 
already four counties have written to our Farm Adviser for more information. No doubt every county in 
California having a Farm Adviser will very shortly follow our lead." 

W. E. COLE, 

Chairman, Educational Committee, 
June 28, 191.5. Napa County Farm Bureau. 



Pof/c Nineteen 



EDUCATORS COMMEND OREGON RURAL SCHOOL EXHIBIT 

Many of our visitors after making a careful study of Oregon's school exhibit, have volunteered 
commendatory statements. The following will show the general nature of the kind observations 
made by many hundreds of people from all parts of the world: 

"In Oregon, through your standard for rural schools, your Hoys' and Girls' Industrial Clubs, and your 
Playgrounds, you are doing a work equal to that which the Federal Government is doing lor the schools in 
the Philippine Islands, and this work is attracting the attention of educators in all parts of the world." 

G. E. WULFING, 
Supt. Vocational Education, Gary, Indiana. 

"The message to the people, as shown in this exhibit, is of world-wide interest. I wish to use a general 
outline of the Oregon plan in rural work in a course of lectures concerning the most important problems of 
the day." REV. EDWIN A. LOUX, 

Troy, New York, 

"Yours is one of the most helpful exhibits I have found in this country." 

DAVID Z. T. YUI, 
Member Board of Education, Shanghai, China. 

"Oregon deserves much praise for what she is doing for rural schools. In trying to solve our rural problem, 
this exhibit is a great help to us." MRS. H. J. SHUTE, 

Esparto, California. 



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From the records kept at the Oregon Educational Exhibit the following page is taken. These 
are the visitors of an average week who left requests that all literature of the rural school system 
of Oregon be sent to them : 



Miss Mary Zachary. Atlanta, Ga. 

Mrs. N. L, Bagley. Birmingham, Ala. 

Miss Mary Minis, Minden, La. 

County Supt. Boetioher, Warren, Ohio. 

Meryl M. Volm, Boise, Idaho. 

Stella Pruett, Milstead, Ga. 

E. J. Vickner, Swedish Commission, P. P. I. E. 

Miss R. J. Rust, Great Palls, Mont. 

J. W. Cole, Dallas, Ga. 

P. E. Geldenhuys, Johannesburg, South Africa. 

Miss J. E. Black, Chicago, 111. 

Miss Jean Hutchinson, Chicago, 111. 

Miss Irene Warren, University of Chicago, Chicago, 111. 

Miss Eunice M. Brown, Roswell. N. M. 

C. B. Morse, Eleele, Hawaii. 

Miss L. A. Lockwood, Los Angeles, Cal. 
Miss May A. Cosman, Vineland, N. J. 
Mrs. R. H. Stevens, Locust Valley, N. Y. 
Dr. Nicholas Perez Reventos, Havana, Cuba. 
Kristen Svaneborg, Copenhagen, Denmark. 

D. P. Nickols, Lincoln, 111. 
Geo. G. Kotlke, Haytield, Minn. 
W. A. Brayles, Park River, N. D. 
Miss E. L. Hall. Denver, Colo. 
Carroll Armstrong, Clinton, Iowa. 
Miss L. Dieffenbach, Newark, N. J. 



Bernalillo, N. M. 



Pa. 



Wm. V. Casey, Boulder. Colo. 

Antosio Montoya. County Supt. 

C. Wu, Nanking, China. 

Y. P. Haung, West Gate, Shanghai, China. 

John Brooks, Wellington, Kan. 

Miss Jettie Murphy, Albuquerque, X. M. 

Miss Jane Elizabeth McKenzie, Pittsburg, 

Miss Sarah Sweeney, Kendrick, Idaho. 

Miss Grace Allen, Bollinghani, Wash. 

Miss Katherine Pettit, Pine Mountain, Ky. 

Miss Martha Snyder, Twin Falls, Idaho. 

Miss Edith Stewart, Sanford, Plorida. 

Miss Ruth Williams, Wallace. N. C. 

Hugh Francisco, Heyburn, Idaho. 

Miss Mary Francisco, Knoxville, Tenn. 

Miss R. B. Fitzgerald, Greenville, Tenn. 

Miss Lily Love, Trenton, Florida. 

Miss Marie Allen, Milledgeville, Ohio. 

R. T. Sommers, New Haven, Conn. 

Miss Mary Burnham, Peoria, III. 

Miss Lola Pratt, Watonga, Okla. 

Miss D. Barkhurst, Union, Neb. 

Miss Ethel Vernon, Wilmington, Dela. 

Miss Estella Hoffman, Weatherford, Okla. 

Margaret Turner, Lott, Texas. 

Miss Caddie Futrelle, Guyten, Ga. 



j-|BRARY OF CONGRESS • 

022 158 752 2 



